2.2 Assessment techniques of writing and speaking skills

A key role of school administrators and teachers is assessment, which is the method of gathering and evaluating information in order to make decisions regarding pupils' educational achievements. The basis for judging pupils' work in most learning environments places the teacher or external evaluator in the role of authority figure to judge a student's or school's success based on facts.

There has been a revival of interest in assessing grammatical ability in recent years. The value of grammar as a fundamental linguistic resource for communication, as well as its ability to predict communicative language ability, has piqued this researcher's interest. It also stems from the potential for grammar assessments to characterize proficiency in various contexts and at various levels of proficiency, as well as to provide specific information to language learners about their grammar results. Finally, the role of grammar evaluation in deriving scores in automated scoring protocols of speaking and writing data has piqued interest. This section of my study looks at how grammatical evaluation has been conceptualized, applied, and studied over time. It describes the importance of grammatical knowledge in several conceptualizations of language knowledge in more detail.

Using communication exercises to teach grammar can be a valuable skill to learn because it provides flexibility for pupils and caters to the needs of pupils who want to improve their English skills. If real-life assignments, student issues, and instructor expectations are considered and balanced in as far as possible, it can be turned into a useful and even enjoyable experience. Begin developing authentic evaluation grammar exercises by thinking about the types of tasks that learners would need to complete in order to learn the language. Grammar assessments will then be used in the classroom as communicative exercises and communicative tasks. It has to do with scoring form and grammar assessments, as well as how language teachers must adjust their scoring procedures to represent both declarative and procedural information dimensions.

Grammar tests are a subset that can be used to provide formative and summative feedback to test takers and other test users. During a course of training or learning, formative evaluation relating to grammar assessment provides information about how test-takers can develop their knowledge of grammar or their ability to use grammar in communicative contexts. It also gives teachers insight into how they can improve future teaching or fine-tune the curriculum. Feedback on an essay, for example, asking a student to review the passive voice would be formative. Summative evaluation, which occurs at the conclusion of a program of instruction, provides test stakeholders with an overall assessment of test-taker success relevant to grammatical capacity. This is commonly viewed as a single grade or as a profile of one or more scores.

There are several types of assessments, including diagnostic, which occurs at the start of the academic year to gauge pupils' prior knowledge on a topic; benchmark, which occurs on a regular basis to track progress; and final, which occurs at the end of the academic year to determine pupils' final grades. Summative assessments are given at the end of the learning process to assess pupils' mastery of the subject, typically in the form of an exam; and formative assessments are given during the learning process [38, p. 98].

The distinctions between summative and formative assessment are found not only in the type of evaluation used, but also in the purpose of the evaluation. When considering the alternative names for both techniques: Evaluation OF Learning (summative assessment) and Assessment FOR Learning, the distinction becomes apparent (formative assessment). When a teacher uses evidence to adapt their teaching system or curriculum to ensure that learning requirements are met, evaluation for learning becomes formative assessment. While both assess pupils' skills, the goals of the assessments are different: Assessment for learning aims to incorporate assessment as a method for improving learning, while Assessment of learning aims to include a metric for measuring learning. Summative Assessment focuses on the degree to which learning objectives have been met. This form of evaluation, which is cumulative in nature, is used to gather statistical data that teachers can use to see where their pupils stand academically. In general, an exam is provided to assess pupils' knowledge acquired over the course of the unit, term, or academic year. Pupils are evaluated and given a score, which is factored into their overall rating. Summative assessment has been related to ‘motivation to learn, ' according to research, because assessments and classroom grading may motivate pupils to apply rigorous study habits to learning the material as they prepare to be tested.